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At this moment in time, which is marked by extremely negative human   influences on the environment, and when a sustainable development of nature   is needed, school has a significant role in developing students’ knowledge,   skills and attitudes towards natural sciences. In European countries,   students gain biological knowledge during primary school either through   integrated or specific subjects. This paper contains the results of a   comparative analysis of the biological content in teaching programs and   curricula in three European countries - Serbia, Finland and England. In   Serbia, biological contents are included in two integrated subjects (The   World Around Us and Nature and Society) during the first cycle of compulsory   education, while during the second cycle they are included in a separate   subject - biology - and are linearly arranged. Throughout compulsory   education in Finland and England, biological contents are concentrically   arranged and are realized through the students’ research work in their   surroundings in several school subjects

Biology contents in curricula of compulsory education in Serbia, Finland and England